ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11) INQ+POC– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes).
ESS1 (9-11)– 1 Students demonstrate an understanding of processes and change over time within earth systems by …
1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns
· ESS1 (9-11) NOS–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
ESS1 (9-11)–2 Students demonstrate an understanding of processes and change over time within earth systems by …
2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) SAE+ POC–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
ESS1 (9-11)–3 Students demonstrate an understanding of processes and change over time within earth systems by …
3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity
3c investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling)
Unpacking the Standards
ESS1-1a.plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns
Previous Understanding- plate movements and their potential impact, map reading and making, what volcanoes and earthquakes are
Possible Misconceptions- that earthquakes and volcanoes only occur at plate boundaries
Learning Performance- students will represent and interpret data by building maps of plate boundaries and types, along with earthquake and volcanic activity to show their relationships if any to each other
ESS1-2a.using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Previous Understanding- earths layers, what plate tectonics is, how plates move and their effects due to movement
Possible Misconceptions- that the continents were always places as they are now, that earths surface does not move or change
Learning Performance- students will build their concept of Pangaea and give and evidence based explanation for their construction
ESS1-3a.explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle
Previous Understanding- what a rock is and the three main types of rock, how each type of rock is formed
Possible Misconceptions- once a rock is created it does not change, rocks can only be broken down not melted or weathered away
Learning Performance- students produce and example of the rock cycle which they will defend their reasoning of to the class
ESS1-3b.explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity
Previous Understanding- the layers of the earth and their compositions, that plates move, hot air/currents rise while cold fall
Possible Misconceptions- that hot and cold things do not move but just transfer heat back and forth, that the earth is solid
Learning Performance- students will apply this to aid in the explanation of earthquakes, especially those that do not occur at plate boundaries
ESS1-3c.investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle
Previous Understanding-the types of rock and how they are formed, familiarity with the rock cycle
Possible Misconceptions- that rock is created and destroyed during the rock cycle
Learning Performances- students will defend their representation of the rock cycle and how it works to the class
ESS1-3d.explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling)
Previous Understanding- earths layers, how the crust is changed through various processes such as subduction, sea-floor spread, and plate collisions
Possible Misconceptions- that the crust is stationary and never changes, that plats move but do not intereact/effect each other, that the crust is all the same
Learning Performances- represent data on a wold map of how plate boundaries interact with one another, answer questions on how the earths crust is altered through plate movements
Earth and Space Science GSE's for Grade 9
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.Unpacking the Standards
ESS1-1a.plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns
ESS1-2a.using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1-3a.explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle
ESS1-3b.explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity
ESS1-3c.investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle
ESS1-3d.explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling)
Unit Plan Page